
n'h 



HoUinger Corp. 
pH8.5 



'Lc^By. 



BULLETIN OF THE UNIVERSITY OF WASHINGTON 
OCCASIONAL PAPERS No. 3 



MORAL INSTRUCTION THROUGH SOCIAL 
INTELLIGENCE 



HERBERT GALEN LULL, PH. D. 

ASSOClATC PROFESSOR OF EDUCATION 



SEATTLE, WASHINGTON 
MARCH. 1913 



ENTEKEO AS 5ECOMD CLASS MATTER ' 
AT THB POST OFCICE AT SEATTLE, WASHINOTON 



Ms 



Reprinted from The American Journal of Sociology, Vol. XVII, No. i, July, 191 1 



MORAL INSTRUCTION THROUGH SOCIAL 
INTELLIGENCE 



HERBERT G. LULL 
University of Washington 



Three great questions confront the educator, whether he 
be teacher or parent : First, what are the worthy incentives in 
American life? Second, which of these are strong enough to 
stimulate the best efforts of the boys and girls? Third, how 
can they best be utilized? 

The history of education shows us that the most effective 
educational agencies have always utilized the great national 
enthusiasms, or the great religious forces, or both, in the edu- 
cation of the youth. The education of the ancient Hebrews 
was both national and religious. "The child was to become the 
faithful servant of Jehovah."^ He learned through language 
and the personal example of his parents the religious and civic 
requirements of his nation. ''Among all nations the direction 
impressed on education depends upon the idea which is formed 
of the perfect man."^ For the Hebrew the perfect man was 
"the pious, virtuous man who is capable of attaining the 
ideal, "^ "Ye shall be holy, for I the Lord your God am holy."^ 
Children were taught and trained to have great respect for par- 
ents and teachers, and on the other hand much stress was 
placed upon the religious and moral fitness of parents and 
teachers. Mildness, patience, and unselfishness were recom- 
mended as their ruling virtues. All instruction must have 
its immediate issue in living. Precepts were turned into 
conduct. Instruction was vitalized with the religious and na- 
tional life of the people. The persistence of this race through 
the centuries is due, in part, at least, to the efficiency of its edu- 
cation. 

The Athenian youths of the historic period were conscious 
of certain well-defined social enthusiasms. The greatest of 

' Compayr^, -History of Pedagogy, 7-8. 

47 



48 THE AMERICAN JOURNAL OF SOCIOLOGY 

these was the civic enthusiasm. All of the boy's training em- 
phasized citizenship. In his training in music he learned to 
chant patriotic poems. The simple and strong lyrics were taught 
the boys "that they might learn to be more gentle, harmonious, 
and rhythmical, and so more fitted for speech and action."^ 
The man of social wisdom and action, Ulysses and Achilles in 
one, was their educational ideal. The good citizen was the 
speaker of words of wisdom and the doer of worthy deeds. 
Gymnastics was regulated with this in view. The "co-ordina- 
tion of thought and actions, the fitting of conduct to precept, 
of word to action was to be secured through this training."^ 

But best of all the boys were led to appreciate the signifi- 
cance of their training. This was especially true of the ephebic 
period (the secondary education period of the Greeks), in 
which the youth was trained directly for citizenship. To make 
a successful career for himself in the sei"vice of the state was 
the one great ideal of the Athenian Greek of the historic period. 
Unlike the Spartan, however, the Athenian could serve his 
state in more ways than one. The careers of soldier, legislator, 
judge, executive, architect, sculptor, teacher, and athlete were 
encouraged and promoted by the state. 

The state in large measure determined the careers open to 
its citizens. Their social enthusiasms or ideals were tangible, 
definite, and had their embodiment in the achievements of the 
Greeks then living. They held the heroes of their history in 
high esteem, yet their enthusiasm was not for a return to the 
past but for a fuller realization of the Golden Age of the pres- 
ent. They looked upon their institutions as fulfilments of a 
great past. Says Pericles in his famous funeral oration, 'T 
would have you day by day fix your eyes upon the greatness of 
Athens, until you become filled with the love of her, and when you 
are impressed by the spectacle of her glory, reflect that this em- 
pire has been acquired by men who knew their duty and had 
the courage to do it," etc.'* The Athenian emphasis upon up- 

° Graves, A History of Education, 162. 

'Monroe, A Brief Course in the History of Education, 45. 

* Monroe, Source Book of the History of Education, 29. 



D. OF 0. 

nm 25 I91S 



MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 49 

to-dateness in civic knowledge and insight is expressed by Peri- 
cles in this same oration. "An Athenian citizen does not neg- 
lect the state because he takes care of his own household: and 
even those of us who are engaged in business have a very fair 
idea of politics. We always regard a man who takes no interest 
in public affairs, not as a harmless, but as a useless character; 
and if few of us are originators, we are all sound judges of a 
policy. The great impediment to action is, in our opinion, not 
discussion, but the want of that knowledge which is gained by 
discussion preparatory to action." 

The Athenians had strong social enthusiasms which were 
powerful factors in the moral education of the youth. This 
statement applies also to the education of the Roman youth in 
the time of the Republic, with the qualification that the Roman 
boy had fewer careers open to him and fewer opportunities 
for freedom of expression. Other examples of effective social 
enthusiasms utilized in moral instruction may be found in the 
education of chivalry in Europe and of Bushido in Japan. 
Every age and every nation has had its enthusiasms. Not all 
of these have been equally effective as forces for moral in- 
struction. 

The aim of the education of the Greeks was simple and 
definite and tended to produce a type of character. The com- 
plexity of modern life has made singleness of aim and the pro- 
duction of a type impossible. But this does not prevent a mod- 
ern nation from making an effective use of its own forces for 
educational progress. The twentieth century, like the nine- 
teenth, promises to be a period of increasing nationalization. 
The problems of nations will be internal — the problems of mak- 
ing peace with themselves rather than with each other. The 
fanatical national consciousness which holds in contempt every- 
thing foreign is being superseded by a more internal reflective 
consciousness directed toward domestic problems. The feeling 
that we need a national house-cleaning is rapidly gaining ground. 
That we may learn many useful matters concerning education, 
industry, and even municipal government from other nations 
without wrecking the Republic is being confidently admitted. 



50 THE AMERICAN JOURNAL OF SOCIOLOGY 

In this connection Paulsen, speaking for the German people, 
says : "The ideas of Fichte and Hegel foreshadowed what is 
now being realized. They saw in the state not merely an or- 
ganization destined to secure national power or safety, but an 
institution intended to realize the moral idea."^ 

If the state is to realize the moral idea, it is plain that we 
must have a deeper and more extensive knowledge of present 
social affairs. The people generally must have a better grasp 
of the significance of their social activities. The problem is a 
difficult one, first, because of the complexity of modern so- 
ciety, and second, because of the unorganized condition of social 
activities. But the kind of education needed means precisely 
the mastery and simplification of the modern social complexity 
and the organization and control of social activities for ethical 
ends, and we have no right to shrink from the task because it 
is difficult. This kind of education can never be secured as a 
by-product from the study of many courses rich in many things 
except the institutions and forces of modern society. For a 
people whose golden age is yet to come, whose ideals are pro- 
jected into the future, a system which omits or merely apolo- 
gizes for present social conditions loses one great opportunity 
for moral instruction. 

Moral insights are developed through present needs and 
motives. Instruction which does not arouse motives of social 
utility cannot have any direct effect upon conduct needed by 
society. Studies may result in forming habits of industry, quick 
and accurate thinking, acuteness of perception, vividness of im- 
agination and memory, and yet leave motives of ethical con- 
duct untouched. All of these disciplinary values become 
exceedingly important, however, in giving efficiency to ethical 
conduct, or, in other words, in realizing right motives in action. 
On the other hand, these disciplines may become equally effect- 
ive in realizing wrong motives. To preform the child by es- 
tablishing habits and attitudes, of course, is absolutely essential 
in the moral growth of the child, but present adjustments can- 
not be made on this basis alone. "Ultimate moral motives and 

'Paulsen, German Education, Past and Present, 178- 



MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 51 

forces are nothing more or less than social intelligence — the 
power of observing and comprehending social situations — and 
social poiver — trained capacities of control — at work in the 
service of social interests and aims."^ Nothing less than the 
possession of the knowledge and spirit of society as it now ex- 
ists can give birth to effective motives — motives which in turn 
will give direction to habits and attitudes. 

Negatively considered, all subjects viewed and studied as 
ends rather than as means are moral agencies. When my at- 
tention is occupied with the beauties of literature, with the 
theories of mathematics, with the engrossing interests of his- 
tory, with the generalizations of science and philosophy, it 
cannot be directed at the same time to the satisfaction of my 
lower impulses and instincts. Truly the sum total of a man's 
interests makes up his life. But one is only negatively virtuous 
who thus escapes from evil. It is only when the mind reflects 
upon subjects as means to an ulterior value that positive moral 
progress may be made. Whether progress or retrogression is 
actually accomplished depends upon the nature and the utility 
of that value. What we need is a race of educated men and 
women who can appreciate present values as well as the values 
of the past. We shall always need the values of the past to 
furnish a perspective for present values, but to ignore present 
values or to expect them to be realized incidentally, without 
studying the content inseparably connected with them, is to 
exist in the present and live in the past. The child appreciates 
certain values which seem to him to satisfy his individual needs. 
Moral instruction consists in elevating the child from his own 
plane of needs and values to the plane of society's needs and 
values. 

The great problem is to point the boys and girls to the 
tangible and at the same time to the good in the present. The 
desire for a career is fundamental in the life of every boy. 
This career and the life surrounding this career should be 
idealized before it is actualized. What can be done to realize 
this end? The lack of social knowledge and insight is not 

'Dewey, Moral Principles of Education, 43. 



52 



THE AMERICAN JOURNAL OF SOCIOLOGY 



limited to the uneducated, but exists among the educated as 
well. Many of the graduates of high schools and even colleges 
are apparently as helpless in this field as men whose education 
has been limited to the elementaiy school. Judge Lindsey has 
shown us how subtle and insinuating are the ways of the 
"beast." Good men apparently may innocently follow the beast 
almost to his den without becoming aware of the danger of 
their course. We see evidences on every hand of the need of 
social control. The political bosses and their henchmen rob 
the people for a number of years and then a new set of officials 
rides into power upon a strong tide of social feeling. Many of 
the officials of the new regime naturally prove inefficient; po- 
litical feeling dies down; a state of general apathy ensues; and 
it is easy for the old professional guard to find their way into 
camp again. Municipal leagues and good government clubs 
are organized; some good work is done and then too late it is 
discovered that their Moses is losing them in the wilderness. 
The political shyster for a time keeps the company of good 
people, makes himself prominent in organizations of social 
service. He is found at church occupying a front pew, and 
sometimes he becomes the superintendent of a Sunday school. 
He is a veritable Dr. Jekyl and Mr. Hyde. Occasionally the 
church succeeds in proving the identity of Dr. Jekyl and his 
name is erased from its membership roll. We can never effectu- 
ally discover such men as this until we are trained to distinguish 
the real values of men from their fictitious values represented 
by their oral professions and social affiliations. Men of strong 
intellect and great moral worth possessing a rare insight in their 
specializations and a high degree of control in their vocations 
are often exceedingly childish in their civic and political judg- 
ments. We need a race of professional politicians, not a race 
of professional office-seekers. We can never hope to solve the 
great problems of the day successfully without systematically 
studying modern life. 

The political developments of the last century have shown 
a constantly increasing effectiveness of public opinion in di- 
recting the affairs of our nation. Politicians good and bad 



MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 53 

have been quick in "putting their ears to the ground," for the 
man who does not readily read the signs of the times can neither 
successfully serve nor rob his country. Sinners swim in the 
current of public opinion as well as the righteous servants of 
the people. They often swim more successfully in the eddies 
caused by conflicting currents. "The divisions and cross pur- 
poses of decent people give the sinner his chance to get away."''' 
Social progress in a democracy depends upon the efficacy of 
public opinion as well as the individual virtues of its citizens. 
Why should not the education of the schools seek to make a 
point of contact with public opinion? Professor Ross cor- 
rectly diagnoses the case when he says : "Public opinion has 
become so mighty a regulator of conduct, not because it has 
grown wiser, but because of the greater ease of ascertaining, 
focusing, and directing it. There is nothing to indicate a gain 
in intelligence at all answering to its enlargement of authority."^ 
The politician ascertains public opinion and strives to focus 
and direct it. The educator's problem is to attempt to make 
intelligence measure up to the enlargement of the authority of 
public opinion — not intelligence in general, but the intelligence 
which constitues the grounds for present-day civic and social 
judgments. "Today as in Hosea's time the people are destroyed 
for lack of knowledge."*^ If the civic insight of the people 
could equal their civic intentions, the most vexing social evils 
would be eliminated in a generation. So much of moral effort 
and m.oral capacity go to waste because men do not clearly see 
the opportunities for social service. "The evils of the present 
industrial and political situation, on the ethical side, are not due 
so much to actual perverseness on the part of the individuals 
concerned nor to mere ignorance of what constitutes the ordinary 
virtues (such as honesty, industry, purity, etc.), as to inability 
to appreciate the social environment in which we live. It is tre- 
mendously complex and confused. Only a mind trained to grasp 
social situations, and to reduce them to their simpler and typical 
elements, can get sufficient hold on the realities of this life to see 
what sort of action, critical and constructive, it really de- 

'Ross, Sin and Society, 87. 'Ibid., 25. 'Ibid., 15. 



54 THE AMERICAN JOURNAL OF SOCIOLOGY 

mands."^^ The only remedy for this defect is more social edu- 
cation. It is said that the business of education is to follow 
and not lead in the progress of society. The correctness of 
this statement may be admitted, but one cannot find in it any 
reason why education should follow so far behind. 

We study United States history, but rarely advance the 
class beyond the close of the Civil War and the problems of 
the reconstruction period. Since the Civil War this country has 
experienced a social and industrial revolution. This is left 
untouched in the instruction of our schools. The study of 
civics consists in a rather formal analysis of the Constitution 
(the Constitution which was, but is not now). The heroes of 
America held up to the children are great military men, states- 
men, a few inventors, and authors. These are all good and will 
always be potent forces in forming American ideals, but the 
list should be revised. Nearly all of these, with the exception 
of Lincoln and perhaps one or two others, lived more than fifty 
years ago. Are there no living men and women whose deeds 
are worth considering? Are there no services being rendered 
in industry, charity, education, religion, professions, and labor 
worthy of study in our schools? The endeavors and achieve- 
ments of the strong men and women of our time, who are 
working quietly yet heroically, very seldom find recognition in 
the daily newspapers. It is the busiiness of the school to find 
these men and women and use their lives, endeavors, and 
achievements in the moral instruction of the young. This kind 
of instruction should not in any way take the place of the 
presentation of the great characters of history and religion, 
including Christ himself, but it should serve as a means of 
mediation between these great characters and the life of the 
child in the present. 

If the religion of Christ is really accomplishing the salva- 
tion of the human race, and we believe that it is, then why 
should we forever return to ancient history for our saints? 
Our newspapers exploit the evil and the sensational in modern 
life. Our best magazines are engaged in a campaign of muck- 

" Dewey, Ethical Principles Underlying Education, 23. 



MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 55 

raking. Let the muck-raking go on, but let us not forget that 
unless the boys and girls are introduced to the good in modern 
life, they will be poorly prepared to assume its responsibilities. 
Teach the life of Jesus, the apostles, and the saints of old: en- 
thuse the student with fundamental religious emotions and 
high resolves, and then make this instruction efficient by show- 
ing definitely how the spirit of Christ is working through the 
lives and the activities of men and women now laboring for the 
salvation of humanity. Is there any better way to inspire and 
to enlist the moral and spiritual service of the rising genera- 
tion? Every ethical occupation, calling, or profession has its 
opportunities for service as yet unrealized by the most of men. 
What are these opportunities? How are some men and women 
taking advantage of them? Teach the personal and the civic 
ideals of the Bible to the children, but bring these ideals home 
to them by thoroughly instructing them in the science and art 
of good living today. Empty precepts and abstract ethical 
terminology will not suffice. We must reveal history in its 
making to the child if he is to be successful in turn in making 
good history. 

What can the school do to improve social morality? In 
the first place instructors must adapt and utilize the courses 
of study as they now stand to the end of moral instruction, and, 
in the second place, other more pertinent subject-matter for 
moral instruction must be introduced and adapted to the needs 
of pupils. The scope of this paper is limited to the second line 
of reform. Teachers who are dependent upon textbooks now 
being used in the schools cannot hope to accomplish much in 
solving the problem. What present social content can be used 
in instruction? How can the lives of worthy men and women 
be used in connection with such instruction ? Is there any valid 
reason why boys and girls of our high schools should not study 
such great problems as the slums, the sweating system, tene- 
ments, individual and social degeneracy, the factory system, 
poverty, the unemployed and homeless poor, dependent children, 
social settlements, private and public charities, religious organi- 
zations, the juvenile court, industrial education, municipal gov- 



56 THE AMERICAN JOURNAL OF SOCIOLOGY 

ernment, immigration, the tramp problem, criminal classes, prison 
reform, institutions of charities and corrections, the liquor prob- 
lem, labor unions, and the organization of capital, philanthropy, 
the institutional church, public and private education, political 
parties, etc. ? 

The writer is not unaware of several objections that will 
be made to such a course of study. The first objection will be 
that the subjects suggested emphasize the dark side of life. 
Superficially viewed, this contention seems true, but the em- 
phasis will not be on a hopeless darkness. The high-school 
age is the period preparatory to full citizenship. This is the 
age when the social impulses of sympathy, sex, love, and hero- 
ism well up persistently in the lives of young men and women. 
It is the period of great resolves and exalted ideals. High ideals 
come in this period, if ever. Why should these resolves and 
ideals be emasculated by monopolizing the youth's school time 
on mental pabulum which has little if any connection with the 
great problems which are stirring the souls of the truly great 
men and women of our time? Does anyone know a social 
reformer or a public-spirited citizen who looks on the dark side 
of life or who is deteriorating to the plane of incurable pes- 
simism ? 

A second objection will be that social prejudices are too 
strong to treat of topics so vital to the life of present-day so- 
ciety. But this objection really has no cogency, for all of the 
above topics and many others which might be added to the list 
have a common point of view in the enlightened public opinion 
of every community. Enlightened public opinion is the only 
local force b}'- which the teacher should be guided in presenting 
such a course. The teacher must avoid any tendency to wor- 
ship local or national heroes now living. Let men have due 
credit for their good deeds, but do not attempt to surround 
them with a halo. In presenting modern social content the em- 
phasis should be placed upon the study of the results of service 
and the opportunities for service. The real teacher need not 
be afraid. There is no place for the dogmatizing type of teacher 
in this work. Its purpose must always be remedial for the future 



MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 57 

rather than negatively critical of the present. Its spirit should 
be that of increasing sincerity and breadth of sympathy for hu- 
manity, an increasing sense of our social interdependence and 
obligations, and increasing desire for manly and womanly serv- 
ice. It is difficult to understand how prejudices can operate 
to the detriment of such instruction. 

The third objection will be that the content is too difficult 
for .pupils of high-school age, but investigation shows this ob- 
jection to be untrue. The subjects above indicated are in them- 
selves not more difficult of comprehension than the history 
and civics now being taught in the high schools. Of course 
there are some phases of some of these subjects that could not 
be grasped by the average high-school pupil, even in the fourth 
year, but this statement is equally true of the subjects of the 
present curriculum. The field is broad and rich, and there is 
ample opportunity for the appropriate selection of subject- 
matter. It will not be nearly so difficult to find social problems 
sufficiently simple as it will to find time enough to study even 
the most important ones. 

The fourth objection will be that books and literature on 
these topics are unavailable. If it is meant that there are no 
textbooks treating these topics designed for use in the high 
schools, then the objection is true. But as a matter of fact 
there is an abundance of books, monographs, lectures, and 
magazine articles of a high order which may be selected and 
adapted to high-school work. 

Still another objection will be that there is no time for such 
work in the high-school course. This objection must be met 
purely on the ground of relative values. If it is not clear that 
this work is more valuable than some of the work given in the 
high school, then of course there is no place or time for it,' for 
the curriculum is sufficiently packed as it is. 

When the soundness of the arguments for a more socialized 
curriculum has been admitted by laymen, still custom, tradition, 
and lethargy of the teaching craft reinforced by the ancient doc- 
trine of formal discipline will bar the road to progress. The 
value of a subject does not consist in its "fixed inner structure 



58 THE AMERICAN JOURNAL OF SOCIOLOGY 

but in its function — in its power to start and direct significant 
inquiry and reflection. "^^ Anyone who has taught high-school 
classes in history and civics knows how keenly interested his 
pupils are in the problems of the present. The teacher who 
brings his course up to date feels that he is grappling with 
questions of vital importance to himself and to humanity, and 
he swings himself into his tasks with new zeal and increasing 
energy. Teachers fail to become great because they are not 
permitted to engage in the solution of the great problems of 
the day. As long as instruction is limited to the reproduction 
of the fixed sciences or to the investigation of subjects which 
have only a remote relationship to the present life of the race, 
so long will teachers continue to mark time in the march of 
progress. It would be a good discipline for teachers if they 
were recjuired to think out a course of study without depending 
upon the safe and narrow paths of the textbooks. While we 
are emphasizing the values of the so-called fundamental sub- 
jects in the schools, the problems of the present are being solved 
by society for good or ill through the medium of a relatively 
unenlightened public opinion. The historians are strenuously 
trying to discover the hidden meanings of events which were 
passed into history through the medium of perhaps a still less 
enlightened public opinion. The results of this work are sifted 
and diluted and made into textbooks. If school historians will 
come to the point of throwing overboard a great many of the 
historical records as unworth}^ of occupying the best years of 
all students' time, except those engaged in historical research, 
and will turn their attention to the problem of selecting those 
parts of history that really are significant in the life of society 
today, then history will begin to yield its real service. "History 
is vital or dead to the child according as it is or is not presented 
from the sociological standpoint. When treated simply as a 
record of what has passed and gone, it must be mechanical be- 
cause the past, as the past, is remote. Simply as the past there 
is no motive for attending to it. The ethical value of history 
teaching will be measured by the extent to which past events 

" Dewey, How We Think, 39. 



MORAL INSTRUCTION AND SOCIAL INTELLIGENCE 59 

are made the means of understanding the present — affording 
insight into w hat make up the structure and workings of society 
today."!- 

The spirit of the program of instruction here contemplated 
does not underestimate the value of the study of the great mas- 
terpieces and events of the past, but, on the contrary, history 
is given a new function, the function of social service. But 
knowledge of history can never be turned to account in the 
present unless the present is known. What is true of history in 
this respect is true of all the humanities and sciences. Ruskin 
has shown us how art is to be linked with the present for the 
service of society. This conception of studies is democratic.!^ 
Education is a service and not an accomplishment which separates 
its possessor from his fellow-men. That kind of education 
which seeks to get a "corner" on culture and refinement, and 
only incidentally to serve, never can become a strong force in 
the ethics of our nation. 

We must expand our conception of utility and elevate it 
from its present vulgar plane of existence. We live in. an in- 
dustrial age and all institutions are dominated by the industrial 
spirit and we cannot help it. The question is, what shall we do 
about it? We culturalites usually do one of two things: Either 
we allow the utilitarians to drag us down to their level or we 
withdraw and organize a monastic set of our own. The result 
is that both kinds of education tend to become artificial ab- 
stractions. Why cannot we admit that the utility men have a 
case and then help them to give scope and meaning to their sub- 
jects by making vital connections between the cultural and the 
industrial interests? Why should not the boys engaged in 
industrial training associate their labor with its industrial and 
social significance? Is not industrial history as cultural as the 
history of royal families and the escapades of princes? Would 
it not be well for the sons of the workers and the capitalists to 
gather during the school period some sane ideas on the history 
of trade unions and the organization of capital? Then in later 

" Dewey, Moral Principles of Education, 30. 

"Ruskin, Lectures on Art, sees. 116, 124, and in many other lectures. 



6o THE AMERICAN JOURNAL OF SOCIOLOGY 

years they could at least be held morally responsible for their 
acts. The effect of such instruction in providing motives, in 
creating the consciousness of needs, in arousing feeling, in 
preforming the mind with large and noble attitudes, and in 
stimulating the will cannot be overestimated. "Unless there is 
a prompt and almost instinctive sensitiveness to conditions to 
the ends and interests of others the intellectual side of judg- 
ment will not have proper material to work upon. Just as the 
material of knowledge is supplied through the senses, so the 
material of ethical knowledge is supplied by emotional re- 
sponsiveness."^^ Nothing so arouses the feelings and stimu- 
lates the will as the consciousness of the possibihties of personal 
participation ; and the youth's consciousness of the possibilities 
of personal participation will be most effectively secured by 
studying the situation into which he must shortly enter. Thus 
the two essential conditions of moral education — stimulus for 
the will and exercise for the moral judgment — are amply pro- 
vided for by instruction in modern social content. 

'^ Dewey, Moral Principles of Education, 52. 



HoUinj 



LIBRARY OF CONGRESS 



020 775 625 8 



HoUinger Corp. 
pH8.5 



